Pucha, R. V., & Utschig, T. T., & Liang, S. Y. (2013, June), Use of Process-oriented Approaches in Content-Intensive Courses: Some Insight in Teaching / Learning of Machine Design  Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--22681

\bibitem{asee_peer_22681}
  Pucha, R. V., \& Utschig, T. T., \& Liang, S. Y. (2013, June), \emph{Use of Process-oriented Approaches in Content-Intensive Courses: Some Insight in Teaching / Learning of Machine Design}
  Paper presented at 2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia.
  10.18260/1-2--22681

Raghuram V Pucha, Tristan T. Utschig, and Steven Y. Liang.  "Use of Process-oriented Approaches in Content-Intensive Courses: Some Insight in Teaching / Learning of Machine Design".  2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, 2013, June.  ASEE Conferences, 2013.  https://peer.asee.org/22681 Internet.  21 Dec, 2024

\bibitem{asee_peer_22681}
  Raghuram V Pucha, Tristan T. Utschig, and Steven Y. Liang.
  "Use of Process-oriented Approaches in Content-Intensive Courses: Some Insight in Teaching / Learning of Machine Design".
  \emph{2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia, 2013, June}.
  ASEE Conferences, 2013.
  https://peer.asee.org/22681 Internet.  21 Dec, 2024

@INPROCEEDINGS{asee_peer_22681
author = "Raghuram V Pucha, Tristan T. Utschig, and Steven Y. Liang"
title = "Use of Process-oriented Approaches in Content-Intensive Courses: Some Insight in Teaching / Learning of Machine Design"
booktitle = "2013 ASEE Annual Conference \& Exposition"
year = "2013"
month = "June"
address = "Atlanta, Georgia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/22681}
number = {10.18260/1-2--22681}
}

TY  - CPAPER
AB  - Abstract: 2013 ASEE Annual Conference & Exposition - American Society For Engineering Education, Atlanta, GA    Use of Process-oriented Approaches in Content-Intensive Courses: Some               Insight in Teaching / Learning of Machine DesignEdelson has argued that teaching / learning methodologies have traditionally seen content andprocess as competing priorities. Integrating content and process together in the teaching/ learningactivities offers the opportunity to increase students' experience with authentic activities whilealso achieving deeper content understanding. It is also well established that prior knowledgeactivation has strong facilitative effects on learning. Prior knowledge provides learners with arelevant context in which new information can be integrated. The undergraduate “MachineDesign” course taught in many engineering universities is primarily focused on teaching thefundamentals of designing mechanical elements for meeting engineering specifications related tofunctionality and failure. It is a content-intensive course traditionally taught with informationbased lectures where student’s learning is tested with time-bound tests and exams. In this paperwe describe how prior knowledge from two prerequisite courses can be used to support process-oriented approaches for students learning in “Machine Design”. Students’ performance in thecourse is discussed from the perspective of a content-intensive approach, a process-orientedapproach, and an integrated approach combining content and process.Preliminary results indicate that explicitly utilizing prerequisite prior knowledge to supportprocess-oriented approaches was well received by students and resulted in commendableperformance in process oriented activities. However the teaching methodology with a primaryfocus on process-oriented activities resulted in worse student performance in traditional time-bound end-of-term exams. Teaching with an integrated approach combining content and processis currently under progress in Fall 2012.Qualitative and quantitative data describing student performance are being collected for analysis.In a quasi-random experimental design, the traditional content-intensive teaching approach witha focus on problem-solving skills is compared to a project-based learning approach using prior-knowledge of CAD and analytical tools. Common homework and exam problems among thetwo courses will be used to measure student performance using concepts to solve problems,while common homework incorporating process skills and prior knowledge in a more open-ended, design-like scenario will be used to measure process skills. Finally, qualitative data willbe collected using pre and end-of-term surveys. When complete, the analysis will offer insight onthe effect of various approaches on students’ learning.Abstract: 2013 ASEE Annual Conference & Exposition - American Society For Engineering Education, Atlanta, GA
AU  - Raghuram V Pucha
AU  - Tristan T. Utschig
AU  - Steven Y. Liang
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - Use of Process-oriented Approaches in Content-Intensive Courses: Some Insight in Teaching / Learning of Machine Design
UR  - https://peer.asee.org/22681
DO  - 10.18260/1-2--22681
ER  -